active learning strategy on higher education biology

Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 6 (1): 75-86 (2021)

DOI: 10.24042/tadris.v6i1.7345

© 2021 URPI Faculty of Education and Teacher Training Universitas Islam Negeri Raden Intan Lampung

Active Learning Strategy on Higher Education Biology Learning:

A Systematic Review

Essy Dian Pratiwi*, Mohammad Masykuri, Murni Ramli

Faculty of Education and Teacher Training, Universitas Sebelas Maret, Surakarta, Indonesia

______________

Article History:

Received: October 24th, 2020

Revised: January 13th, 2021

Accepted: February 9th, 2021

Published: June 29th, 2021

_________

Keywords:

Active learning,

Higher education,

Systematic review.

_______________________

*Correspondence Address:

[email protected]

Abstract: Student-centered learning intends to increase student

participation. Biology subject is a broad scope and has a level of

abstract concepts. Active learning has the potential to maximize the

learning process of biology subjects. The purpose of the research is to

describe the implementation and strategies of active learning applied

to biology learning in higher education. The method used descriptive

and systematic review. Selecting articles used the ERIC database.

The search was carried out with predetermined categories, then a

manual selection of the article to ensure the selected one. There are

nine journals with nineteen articles analyzed at the higher education

level of biology subject matter. This study's results, the

implementation of active learning strategies, require support from

lecturers and university stakeholders so that active learning runs

effectively. An Active learning strategy used in biology material in

higher education consists of the use of low-cost technology (virtual

cell learning module) to high cost (SCALE-UP, clicker), low-cost

learning without involving technology (card games, card organisms,

kinesthetic physical models, 5E lesson plan, and pre-class reading

guide) to outside the classroom (field training). The university's role

and the understanding of lecturers in implementing active learning

strategies have a crucial role in determining student learning

outcomes. Lecturers and university stakeholders need to build

cooperation, including a learning policy system and classroom

implementation.

INTRODUCTION

Biology is the science that studies

all forms of living things and has a strong

relationship with the environment.

Biology is a science branch focusing on

genetics, bacteria, virus, ecology,

evolution, microbiology, environment,

and other subjects (Behzadi, 2016;

Fleischner et al., 2017; Sudarisman,

2015). Biology is an essential part of

education because biology provides

information that people can use in daily

life (Sayan & Mertoğlu, 2020). The

developments and advances in biology

need to be delivered in learning biology in

class (Khalil et al., 2014; Novick &

Catley, 2016). At the university level,

Biology is learned by students as an

introduction and taught in more depth.

The nature of science consists of

scientific processes and scientific attitudes

(Juhji & Nuangchalerm, 2020). Processes

in science, such as biology, contain

scientific attitudes that students need to

understand the relationship between

learning concepts and what they

experience in real life (Cabbar, 2020).

Biology interest is prior knowledge, focus

on concept, and the process of discovery

(Southard, Wince, Meddleton, & Bolger,

Active Learning Strategy on Higher … | E. D. Pratiwi, M. Masykuri, M. Ramli

76 | Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 6 (1): 75-86 (2021)

2016). This condition necessary to carry

out so that students know the benefits of

life, including conserving natural

resources, improving health, and

advancing community social welfare.

However, the Biology subject is

commonly considered a difficult subject

to learn and impacts learning outcomes;

for example, students do not conceive the

chromosome structure in a cell nucleus

(Diki, 2013).

Biology subjects are classified as

difficult to understand. (Çimer, 2012)

Several concepts are considered difficult

to understand, including cell division,

genetics, the nervous system, respiration

and photosynthesis, and organ systems.

According to (Lazarowitz et al., 2010),

the difficulties are caused by the level of

organizational division or grouping on

biology topics and different abstraction

levels on topics or concepts in Biology.

The conceptual classification of

ecosystems is understood more quickly

than the explanation of cell division by

mitosis and meiosis. Biology subjects

difficulties not immediately resolved can

lead to ongoing misunderstandings

(Kubiatko, 2017). Students who have

difficulty understanding theories and

concepts in Biology will have an impact

on acquisition learning outcomes. The

complexities of the involved and the

specialized language create a frightening

environment for students and a

challenging task for the lecturer (Southard

et al., 2016). However, a transition

towards deep understanding is not a

simple thing.

The lecturer is one of the crucial

things in education has a great

responsibility and determination in

achieving students' learning. The lecturer

needs to master teaching methods to

support classroom learning because

learning activities at the university level

remain dominated by expository learning

strategies (Muhtadi, 2009). This condition

leads students to tend to accept the

explanations provided by the lecturer and

to be passive when creating interaction in

learning. The application of learning

strategies involving students can be a

solution in the process of improving

learning outcomes.

Student-centered learning activities

are often referred to by experts to get

meaningful learning (Attar et al., 2016).

One of the student-centered learning

activities is active learning. Active

learning is a form of studying in which

lecturers try to involve students in the

learning process who are more directly

involved than other studying (Kubiatko,

2017). In student-centered learning,

students are required to be more active

and train to build the concepts they must

have so that active learning helps them

understand the learning activities in class.

Active learning can provide an influence

to carry out meaningful and dynamic

studying (Akmal et al., 2015). (Prince,

2004) assumes that active learning is

accomplished by involving students in the

authentic learning process. Active

learning has been applied to carry out

different learning forms in the student

population (Rosier, 2017). This situation

assumes that active learning has applied

to biology topics in various situational

and students. For example, to understand

the biomimicry potential of old and

modern life, students a field-based,

paleontology-focused exercise (Soja,

2014). The student did field training in

investigating more and promote active

learning. In an active-learning

environment, the student would interact

with their peers to constructing

knowledge (Wiggins et al., 2017)

The study on active learning

strategy in Biology subjects learning in

higher education: systematic reviews

conducted to determine the

implementation of active learning at

universities and find strategies on biology

used when teaching students. The

research results have expected to provide

benefits to the lecturer (lecturers),

students, and faculty to improve learning


Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 6 (1): 75-86 (2021) | 77

quality by applying various forms of

active learning that recommended. The

study on active learning has expected to

have an impact on students in overcoming

learning difficulties.

METHOD

The articles were selected using the

steps described by (Álvarez-García et al.,

2015) and qualitative methods. The

systematic review process conducted

using a search strategy approach that fits

the criteria by setting predetermined

conditions. The requirements for articles

to be analyzed were determined not only

by keywords but also by the category of

Biology students who were trying to

implement active learning in lectures.

Article search used scientific databases

(ERIC). ERIC is a type of database that

discusses articles on science education,

which fully cover the categories of

biology, physics, and chemistry in

English. However, the Author does not

use the Fachportal Pädagogik database

because this focuses on discuss articles on

science education in the German

language. The search strategy referred to

categorizing and selecting keywords

related to biology, science instruction, and

active learning. They have consecutive to

the topics discussed in the article.

However, the Author also chose them

manually by selecting that article one by

one on keywords at the higher education

level. When determining constraints, the

Author only used a selection of keywords

that were already available in the ERIC

database column.

The Author set the limit by

choosing only articles to be reviewed, not

included other documents such as theses

or dissertations. In the initial search

process, the papers have obtained using

predefined keywords amount 131. A re-

selection process was then carried out

because there were no articles included in

the higher education level and the article

category's scope. Furthermore, 19 papers

have been select to be analyzed as they

met the requirements and originated from

9 journals (Table 1).

Description of the criteria for

selecting articles on active learning

includes: scope of the journal using

international research; research is

empirical research on active learning in

biology; period 2011-2020; target groups

are active learning-students in higher

education language is English.

Table 1. Selected Articles and Journals

Selected Journal Analyzed article

Life Science Education 1. (Cooper, Ashley, & Brownell, 2017)

2. (Soneral & Wyse, 2017)

3. (Goff et al., 2017)

4. (Andrews, Auerbach, & Grant, 2019)

5. (Elliott et al., 2016)

6. (Lieu, Wong, Asefirad, & Shaffer, 2017)

7. (Gregg, Ales, Pomarico, William Wischusen, &

Siebenaller, 2013)

8. (Stoltzfus & Libarkin, 2016)

Journal of Geoscience Education 9. (Soja, 2014)

Journal of Biological Education 10. (Lax, Morris, & Kolber, 2017)

11. (Luttikhuizen, 2018)

12. (Felege & Ralph, 2019)

Advances in Physiology Education 13. (Breckler & Yu, 2011)

Biochemistry and Molecular Biology Education 14. (McDonnell, Barker, & Wieman, 2016)

The American Biology Teacher 15. (Cherif & Jedlicka, 2012)

16. (Metzger, 2013)

The Canadian Journal for the Scholarship of

Teaching and Learning

17. (Hymers & Newton, 2019)

Journal of College Science Teaching 18. (Cotner, Loper, Walker, & Brooks, 2013)

19. (Idsardi, Hahn, Bokor, & Luft, 2019)



RESULT AND DISCUSSION

The Implementation of Active Learning

at Higher Education

Higher education as a level of

further education aims to optimize

knowledge and skills (Naithani, 2008).

Changes in higher education policies and

systems are common, but one thing is

obvious: studying in large groups

(Roberts, 2019). The majority of student

needs, such as relatively long learning

time in a class, are dominated by the same

teaching methods (Wolff, Wagner,

Poznanski, Schiller, & Santen, 2015). It

contradicts the conditions required by

students for better learning. Meaningful

learning and active involvement of

students in the classroom environment

while studying are indispensable since

students' challenges while in college and

post-graduation are very high. The

university is experiencing high pressure in

preparing for dynamic work needs

(Lawson, Sanders, & Smith, 2015). It

causes efforts to implement active

learning in higher education.

The discussion of active learning

has been researched and put forward by

experts. Bonwell Eison and Silberman

proposed a well-known theory. This

situation is starting to show learner-

centered learning changes and has

received researchers' attention over the

past two decades. Active learning is a

student-centered learning approach that

could change learning, listens to the

lecturer in class, and actively involves

students in learning activities. On active

learning, student activity and commitment

to the teaching and learning process are

the most important (Prince, 2004). The

student to participate actively must be

involved in higher-order thinking tasks

such as analysis, synthesis, and evaluation

(Chan, Sidhu, & Lee, 2015). Active

learning leads to better student attitudes

and improved student thinking and

writing (Mathias, 2014).

The report's findings at the

university level that there is still learning

that is not center on students (such as

active learning) as an introduction to

learning in the classroom (Muhtadi, 2009;

Irianti, 2004; Akmal, N., Nurmaliah, C.,

2015). Learning activities other than

active learning like lectures still become

the dominant way of teaching, while

active learning remains considered an

alternative method. It needs to be

understood that lecturers should not apply

lectures as the only way of teaching

because it will lead to one-way learning

coming from the lecturers.

The option of teaching methods for

active learning is crucial for lecturers

because many things must be considered

and planned in choosing strategies

(D’Avanzo, 2013). The process of

building active learning in universities as

the approach used during lectures can

help maintain the unique role of the

university as an active and professional

citizen education (Christersson & Staaf,

2019). University and faculty support in

providing active learning training to

instructors is crucial so that instructors

facilitate an active learning environment

and explore appropriate ways of

delivering material and provide the

support needed to be active during

learning. An institutional shift towards

student-centered learning, such as active

learning, needs to be regulated, consistent,

and transparent in improving the quality

of education facing the global challenge

(Aksit, Niemi, & Nevgi, 2016).

Active Learning Strategies in the Field

of Biology at the University

Meaningful learning for students

becomes a theory that experts often

deliver to increase understanding,

particularly in biology. The transition of

teaching to be meaningful sounds simple,

but it encountered some challenges in

practice, such as the inability of students

to explain Biological concepts (Diki,

2013), scientific biology vocabulary that

often becomes a burden for students to

learn (McDonnell et al., 2016), and the



instructor’s teaching style (Çimer, 2012).

A literature study explained that an active

learning approach is applied in Biology

learning because it is considered the

proper way to teach biology (Freeman et

al., 2014). This condition emerges

because active learning has a variety of

possible ways to suit learning conditions.

The results found that a variety of

active learning was applied during higher

education in Biology subjects. Biological

concepts taught varied, from the base

level of introductory Biology for the

college student, cell concepts,

biomimicry, animal physiology, a concept

evolution has a complexity to understand

(Breckler & Yu, 2011; Cooper et al.,

2017; Goff et al., 2017; Soja, 2014). The

learning environment conditions faced

were described in the articles, starting

from class size, number of students, and

technology resources. Active learning had

variations in its implementation and

levels, so the instructors were obliged to

determine the appropriate method

learning strategy during its application.

The college students who were

actively involved and experienced

changes in learning methods could sign

language strategies that the instructors

had been well accepted. Freeman et al.,

(2014) compared types of active learning

for studying in higher education other

than active learning (predominantly using

lectures) were included in the "first

generation" category, and it is time to

move beyond the comparison of learning

other than methods called the second

generation. The study conducted by the

Author was in the second generation to

find out variations in the forms of active

learning strategies used by instructors in

various countries and different conditions.

Based on the articles reviewed, the

Author grouped the learning strategies

used in biology in Table 2.

Those are three countries that have

used various active learning strategies in

teaching and learning. The Netherlands,

Canada, and the US apply the Active

Learning strategy for higher education

and inclusion in the ERIC database. The

US is the country that dominates in

publishing the apply of 17 articles, then

Canada 1 article, and Netherland 1 article.

In the results of systematic review

analysis, the use of active learning

strategies has been dominated by large

class populations than small classes. The

number of students in the classroom

impact the strategies used. The solutions

offered by lecturers in implementing

active learning in large classes include

pre-class study programs (Cooper et al.,

2017), technology-based learning (Goff et

al., 2017; Lax et al., 2017), demonstration

model (Breckler & Yu, 2011), pre-class

reading guide (Lieu et al., 2017), outdoor

exercise (Soja, 2014), and learning

frameworks (Elliott et al., 2016). Large

class populations arise because the room

included in the transition program from

high school to higher education or have

classified as material adjustment classes

(Cooper et al., 2017) and large classes

include had limited knowledge about the

primary major (Soja, 2014).

Small class populations have

technology-based learning using the

SCALE-UP design strategy. When

carrying out a systematic review, this

strategy found in several different articles,

but SCALE-UP has the same goal of

making the transition from instructor-

centered learning to learner-centered

learning and producing meaningful

learning (Felege & Ralph, 2019; Soneral

& Wyse, 2017; Stoltzfus & Libarkin,

2016). SCALE-UP model is to redesign

learning spaces to promote teaching and

learning as a place of students at the

center of the learning process, working in

groups, applying concepts, and solving

problems. These findings explain

SCALE-UP increased student

engagement, attitudes, and performance

(Soneral & Wyse, 2017). The difference

in the SCALE-UP study in several articles

lies in the scope of research and the

concept of biology. Students show a



beneficial view of technology and layout

in the SCALE-UP classroom to encourage

group members' interaction.

The classification of technology-

based learning consists of 2 types: the

number of students and operational costs.

Costly technology appears in clicker

learning strategy. The clicker is an

interactive technology that allows

instructors to ask questions to students

who can immediately see the entire class's

responses. Clickers use a remote control

to answer questions interspersed during

lectures and positively impact students in

learning interactions, indeed being a

combination of learning techniques

(Hymers & Newton, 2019). SCALE-UP is

one of the costly technologies. Applying

the SCALE-UP learning strategy in

classrooms using technology and class

reshuffling is not the most effective way

to produce better results for students. The

expenditures spent by colleges are well

expensive when technology has integrated

into lessons (Stoltzfus & Libarkin, 2016),

and the same conditions are used in

reverse instruction development (Lax et

al., 2017). Low-cost technology is applied

to learn, such as the virtual cell learning

module (Goff et al., 2017). The virtual

module aims to provide high-quality

online resources designed to convey

biological concepts so that students can

independently learn both inside and

outside the classroom. Higher education

needs to pay attention to the budget used

when implementing technology to

implement active learning strategies.

Low-cost learning without

involving technology could hold with

instructors in teaching and learning, such

as Card games (Luttikhuizen, 2018), card

organisms (Metzger, 2013), kinesthetic

physical models (Breckler & Yu, 2011),

5E lesson plans (Idsardi et al., 2019), and

pre-class reading guides (Lieu et al.,

2017). Card games and card organisms

have the same way of using cards as a

strategy to engage students in active

learning, but what distinguishes It lies in

the type of card and the scope of the

subject matter. The subject matter has

applied in card organisms and card games

are biophilia and evolution. Each card

organism displays an organism's picture,

common name, scientific name, and other

organism information. In traditional card

games played cards, all kings, queens,

jacks, and jokers were removed. The card

game is done with initial questions and

making hypotheses. Players need to

collect data for sharing the second point

of the game. The Kinesthetic Physical

model demonstration for the study has

been applied to understand the prime

concept of cardiopulmonary physiology

(known as oxygen-carrying capacity).

This demonstration model's application

focuses not only on the content of

cardiopulmonary physiology but also on

other content using simple materials.

Inexpensive and straightforward being the

advantage of this strategy. In another

content, students use the demonstration to

understand the process of split molecular

biology (Kao, Liu, & Bai, 2020). This

strategy being the solution to teaching

difficult abstract concepts.

The remaining active learning

strategies like the 5E lesson plan and pre-

class reading guide could be applying to

other biology materials by paying

attention to each step. The 5E lesson plan

development consists of 5 parts:

engagement, exploration, explanation,

elaboration, and evaluation. 5E lesson

plans create interactions between students

and lecturers that allow them to exchange

unique perspectives that respond to the

experience of science (biology) that

requires collecting and analyzing data in

understanding the concept of science. The

pre-class reading guide strategy can be

used by lecturers to "hit the ground

running" to help students read textbooks

before each class session begins, test what

they have learned, investigate scientific

problems, and practice scientific literacy.

Lecturers find the pre-class reading guide

action to align learning objectives



between pre-class assignments and classroom activities.

Table 2. Selected Biology Active Learning Strategies

Active

Learning

Strategies

Implementation at

the University

Types of Class

Size Benefits

Large Small

Summer Bridge

Program

University in the

southwestern

United States

√ - This program can maximize students' active

learning experience in biology who are

experiencing a transition from high school to

university.

Field Exercise Colgate University,

US

√ - Students gain confidence related to biological

anatomy as the basis for assessing the

biomimicry potential of a species.

Flipped

Classroom

Duquesne

University,

Pittsburgh, US

√ - Assisting students in formative assessment and

can be a useful technique when applied

compared to traditional lectures.

Scale-Up

Design

North Carolina

State University

- √ Space design planning of SCALE-UP has

several crucial aspects for student success,

such as collaborative seating and writable

space that can enhance the learning experience.

FLC

Framework

Iowa State

University

√ - The FLC framework becomes a student-

centered change agent to supports learning.

The 5E Lesson

Plan

University of

Georgia

- √ This learning design can be considered in

increasing awareness of active learning.

Kinesthetic

Physical Model

San Francisco State

University (SFSU)

√ - This activity uses inexpensive and

straightforward materials by presenting a

useful model to demonstrate the

pathophysiology to increase student

understanding and involvement.

Concept First

Jargon Second

University of

British Columbia

√ - Simple instructional change by introducing

new concepts as the first step, following by

explaining jargon as the second step, can

improve student learning.

Virtual Cell

Learning

module

University in the

Southeast United

States

√ - The potential of online learning modules to

provide cognitive effects to improve

conceptual understanding.

Clickers, in-

class

discussion, and

lab-seminar

activities

University of

Guelph

√ - Superior student performance in learning using

a clicker because they obtain benefits from the

form of answered questions.

Active Learning

Group

University of

Tennessee

√ - Instructional changes in increasing active

learning in a large biology course class may

occur, although it may take time for changes to

take effect.

Active Learning

Classroom

University

of Minnesota

√ - The application of active learning classrooms

(ALC) has a positive impact on students.

However, considering that the technological

resources spent are quite a lot and impractical,

then its implementation is recommended for

steps that can be taken to traditional spaces,

such as small groups with focus group

dialogues and adjustable chairs to move.

SI Model Louisiana State

University

√ - The SI model can be used for faculty training

for science and extended to various higher

education institutions.

Card Games University of

Amsterdam

- √ This type of game can be used as an active

learning tool for small groups' topics and

stimulates student discussion.

Pre-class Institution in √ - The results indicated that more than 80% of



Active

Learning

Strategies

Implementation at

the University

Types of Class

Size Benefits

Large Small

Reading Guide the western United

States

students completed the reading guides before

class. Full completion of the reading guides

before class is significantly positively

correlated with test performance.

Organism Card University of

Minnesota

Rochester

- √ This strategy can create a positive learning

environment where students engage with each

other, including instructors, and produce

significant learning experiences.

Based on the analysis results, the

learning strategy is dominant by

implementation in the room or class.

There is only one strategy that applies to

learn outside the classroom, namely field

training (Soja, 2014). Biological field

training is a kind of outdoor learning

which provides student interactive

experience and opportunities. Students´

engagement in field-based activities has

an essential role in learning biological

issues (Jeronen, Palmberg, & Yli-Panula,

2017). The strategy options both indoors

and outdoors do not become trouble for

lecturers in teaching and learning because

the core of the learning objectives is to

create student-centered learning. In

Student center learning, there is a concern

on skills and competencies that have

responsibility for one's learning,

independence, and cooperation,

understanding, thinking for oneself, and

there are several ways used in instruction

to encourage this type of learning: making

students more active in acquiring

knowledge and skills; making students

more aware of what they are doing and

why they are doing it; focusing on

interaction; focusing on transferable skills

(Attard, Ioio, Geven, & Santa, 2010). The

learning process that supports students in

finding their concepts and builds the

framework with a solid structure only

receives information passively through

the lecture format (Mathias, 2014).

Instructor skills in choosing active

learning strategies have a crucial role

because learning effectiveness seems

from learning activities.

CONCLUSION

Efforts to improve the quality of

learning in tertiary institutions had needed

as a form of change in the learning

process for a better and more meaningful

direction. The use of active learning

strategies directs student-centered

activities in developing cognitive

potential and constructing its concepts.

Lecturers have a crucial role as a planner

and determinants in realizing active

learners in learning. Active learners could

emerge from the right choice of learning

strategies, not only relying on lectures in

delivering subject matter. A good

understanding from the lecturer in

determining the Strategy will impact the

emergence of various types of strategies

that are right with the material to be

delivered.

The active learning strategies used

by biology classes are very diverse. This

condition proves that lecturers have had

changes in implementing the best learning

system for students. Students feel changes

in learning for the better, more fun and

understanding the complicated subject

matter. The application of active learning

strategies varies at each campus. Some

using technology that is cheap and

expensive when studying, demonstration

models, learning formats, learning in

nature, card games, and familiar active

learning strategy formats. The factors that

influence her range from campus

facilities, the number of students, and the

subject matter's difficulty level.

University and lecturer support is a

primary factor in the realization of active

and effective teaching and learning.



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